This article examines Islamic education in contemporary Iran as a complex, multi-layered system emerging from the interaction between Shia religious tradition, state educational policy and sociocultural changes in recent decades. Drawing on an analysis of Persian-language academic sources, regulatory documents and empirical research, the article traces the evolution of Islamic education from the traditional Shia seminary system to a broader model incorporating preschool, school and university education, while maintaining an emphasis on Shia principles. Particular attention is paid to changes in pedagogical practices, the integration of traditional forms of knowledge transmission with modern educational techniques, and the challenges of providing effective religious education in a context of digitalization and a growing plurality of worldviews. Islamic education in contemporary Iran is a sphere in which centuries-old religious traditions, the official state ideology in place since 1979 and contemporary educational policy interact. The traditional Islamic education system is centered around theological seminaries. Its strengths include the depth of training, commitment to fostering independent thinking, and preservation of intellectual continuity within the religious tradition. Weaknesses include long training periods, a lack of clear assessment criteria, and poor integration with the mainstream education system. Many of Iran’s post-revolutionary leaders have roots in these seminaries. Iranian academic research defines religious instruction as the acquisition of religious knowledge: Quranic texts, Shia religious concepts, norms and precepts. Islamic education in Iran is not a unified institution, but rather a multi-level network varying in terms of content, purpose and effectiveness.
Lana M. Ravandi-Fadai (Thu,) studied this question.